few_shots: Example:
Problem/activity:
Problem 1
The table below contains single equations in a single variable, single equations in two variables, and pairs of simultaneous equations in two variables. Check the appropriate box to show whether there is no solution, exactly 1 solution, or if there is an infinite number of solutions.
|                                                          | **           No solution          ** | **           Exactly 1 solution          ** | **           Infinite number of solutions          ** |
|----------------------------------------------------------|--------------------------------------|---------------------------------------------|-------------------------------------------------------|
|                       $${9=4x+7}$$                       |                                      |                                             |                                                       |
|                       $${y=3y+5}$$                       |                                      |                                             |                                                       |
|                    $${y={x\over2}}$$                     |                                      |                                             |                                                       |
|                     $${3x+6y-9=0}$$                      |                                      |                                             |                                                       |
|    $${x=y}$$                        $${1.25x=1.25y}$$    |                                      |                                             |                                                       |
| $${9.9=6x+8y}$$                        $${9x=2.5y-8.8}$$ |                                      |                                             |                                                       |
| $${11x-2y=1.5}$$                        $${11x-2y=2.5}$$ |                                      |                                             |                                                       |
Problem 2
Kim has a small container and a large container as shown.
[IMG]
It takes 16 of the small containers to fill the large container. Three small containers leave 1.95 gallons of space in the big container.
What is the size of each of the two containers?


Topic options: 
A. Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.
B. Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.
C. Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.
D. Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.
E. Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.
F. Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.
G. Functions: students learn to define, use, and evaluate functions to model relationships between quantities.
H. Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.
I. Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.
J. Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.
K. Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.


Thought: This set of problems asks students to reason with equations, specifically linear equations, such as the one shown in the table in Problem 1.
Answer: F

Now, assign the following problem or activity to one or more relevant topics it teaches.
shot_info: fl_problem_001392

8
options: Functions: students learn to define, use, and evaluate functions to model relationships between quantities.

Number & Operations in Base Ten: students learn to work with the base-ten system and build place value understanding.

Operations & Algebra: students learn to solve problems using algebraic thinking and operations such as addition, subtraction, multiplication, and division. They may learn to identify and explain arithmetic patterns, evaluate or manipulate numerical expressions, and reason with equations and inequalities.

Number Systems and Quantity: students learn to understand the complex number system and reason quantitatively.

Geometry: students learn to classify geometric figures by their properties, and understand and compare the relationships between them. Students develop and use formulas to compute lengths, areas, and volumes, and they use transformations to generate new shapes and compare existing ones. Geometry can be studied with and without coordinates.

Modeling: students learn to choose and use appropriate mathematics and statistics to analyze real-world empirical situations, improve decisions, and report on their conclusions and the reasoning behind them.

Statistics & Probability: students learn to analyze and produce data distributions, and build understanding of univariate and bivariate data. They learn to interpret data, make statistical inferences, justify conclusions, understand rules of probability, and use probability to make decisions.

Measurement & Data: students learn to work with data and measure attributes such as time, money, length, area, and volume. They may learn to compare measurements to operations and convert between different units of measure.

Ratios & Proportional Relationships: students learn to recognize, describe, represent, and reason with ratios, rates, proportional relationships, and percent.

Number & Operations - Fractions: students learn to understand fractions as numbers and may work with them using addition, subtraction, multiplication, and division.

Counting & Cardinality: students learn to know number names and the count sequence, count to tell the number of objects, and compare numbers.
problem_activity: Activity
In this activity, students use their understanding of spreadsheets to compute useful statistics from data sets. In the associated Algebra 1 lesson, students will learn alternative methods for computing these values.
Launch
If students need a reminder about how to use a spreadsheet as a calculator, demonstrate how to do basic calculations such as =A1+A2, =SUM(A1:A10), =(A1+A2)/A3, and =COUNT(A1:A50) or =LENGTH(A1:A50) in GeoGebra.
Student Facing
Here is a list of the number of pages for fiction books on a shelf.
15
243
426
175
347
186
236
394
170
412
242
479
185
254
186
278
277
278
486
207
378
251
458
360
440
181
349
482
382
Describe a method to find the mean of these values. (Do not calculate the value yet.)
Input the data into a spreadsheet in the same column. In another column, write a spreadsheet formula that will compute the value of the mean for the values in the column. What is the mean number of pages in these books?
The first book on the list with 15 pages was a recording error and should have been 158 pages. You need to compute the new mean using 158 instead of 15. Would you rather compute the new mean by hand or use a computer? Explain your reasoning.
What is the new mean number of pages in these books with the updated value of 158 pages for the first book in the list?
Another book is found and added to the shelf. This new book has 519 pages. How would you update your spreadsheet formula to include this new value?
Student Response
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Activity Synthesis
Select students to share their responses and methods for finding the mean from a list of values in a spreadsheet. The purpose of the discussion is to point out the advantage of using a spreadsheet to calculate statistics, especially for very large sets of data. For further discussion, consider asking these questions:
"Which part of the process for finding the mean for these values took the most time?" (Typing the values into the spreadsheet and making sure they are correct.)
"Often large data sets are collected electronically and automatically added to a spreadsheet. When there are thousands of data values in a spreadsheet, what other advantages do you think might be helpful when using technology to compute the mean?" (It may be difficult to understand the data when there are so many values, so using the spreadsheet to calculate the mean can help in understanding what is typical. It would definitely be faster to use the spreadsheet to calculate the mean than doing it by hand.)
"What other statistics would be useful and easier to calculate using a spreadsheet?" (If the data set is large or the numbers are difficult to understand at a glance, the median, quartiles, interquartile range, mean absolute deviation, maximum, and minimum should all be easy for a computer to find from a list.)


correct_option_index: 6